Abstract: A play cube comprises a set of at least four pictorial representations of different emotional states (e.g., “happy”, “sad”, “angry”, “proud”), with each state depicted on a different face of the cube. One other face of the cube may included a mirrored surface. The cube is used to assist children in learning and identifying emotional states using various processes: visual (seeing lenticular holographic photos), spatial (drawing facial elements of emotional sates), auditory (recording and hearing their own voices depicting emotional states). One embodiment of the inventive play cube includes an embedded game/song element, where the child can respond to different requests within the game/song by touching the associated (matching) face on the cube.

Abstract: A teaching aid for assisting individuals, particularly young children, in learning and developing empathy. The teaching aid consists of a floor mat including a depiction of a pair of shoes. The shoes may be printed directly on the top surface of the mat, or the mat may be three-dimensional, with the pair of shoes slightly recessed below the surface of the mat. An individual may then literally “stand in the shoes” of someone else and begin to develop the skills leading to empathy. In the classroom setting, the shoes may be depicted as a pair of children's sneakers, with individuals taking turns standing on the mat. Other depictions may be appropriate, particularly in a counseling situation.

Abstract: A teaching aid in the form of an interactive electronic book includes a number of pages illustrating different life situation scenes (e.g., classroom, doctor's office, etc.), each scene including an opening for a free-standing face to be inserted, in the way a puzzle piece is inserted in a picture. The electronic book contains a plurality of different removable faces, preferably stored within an easily accessible portion of the rear cover, each face expressing a different emotion (“happy”, “sad”, “afraid”, etc.). The user can then remove the “face” that best defines his/her feelings about the life illustration on the page currently being viewed. Additional features include a touch-sensitive area allowing for a recorded definition of each emotion to be played, and a “game spinner” to arbitrarily determine the particular life situation page to be explored.

Abstract: A play cube comprises a set of at least four pictorial representations of different emotional states (e.g., “happy”, “sad”, “angry”, “proud”), with each state depicted on a different face of the cube. One other face of the cube may included a mirrored surface. The cube is used to assist children in learning and identifying emotional states using various processes: visual (seeing lenticular holographic photos), spatial (drawing facial elements of emotional sates), auditory (recording and hearing their own voices depicting emotional states). One embodiment of the inventive play cube includes an embedded game/song element, where the child can respond to different requests within the game/song by touching the associated (matching) face on the cube.

Abstract: A process for assessing and developing an individual's emotional intelligence is preferably utilized with young children who are still in the process of developing their various emotional states (i.e., happy, sad, angry, scared, jealous, surprised, worried, embarrassed, shy, proud). A hierarchical definition of emotional building blocks ((1) awareness of self and others; (2) emotional management; (3) empathy and compassion; (4) self-motivation and optimistic thinking; and (5) management of peer relationships) is used to provide an orderly progression through various learning activities. A set of age-appropriate learning objects (e.g., toys and games) are developed and associated with each one of the building blocks. A parent/caretaker/teacher then uses the learning object with the individual/child to assist him/her in developing the associated set of emotional states.